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Developing, Monitoring &
Assessing Interdisciplinary
         Projects

   Kanuikapono Public Charter School
         March 12 & 13, 2012
Bruised Brag
   What’s Your Story?
Kanu presentation draft 3.12.13.12
BASIC INQUIRY CYCLE
ESSENTIAL QUESTIONS
THE DRAFT PLAN
THE PARKING LOT
BURNING QUESTIONS, THOUGHTS, IDEAS ON STICKY NOTES
LET’S START THE “WRITE” WAY

    In one paragraph, clearly describe the
        Hula Drama Project as you might
        describe it to a parent or another
                     educator.
OUTCOMES, STRATEGIES & EVIDENCE

               How We Learn    How We Know
 Standards     Research       Products

 Content       Field Trips    Presentations

 Essential     Activities     Interviews
   Questions
                Projects       Tests

                Interviews     Essays

                Experiences    Reflections
ESSENTIAL QUESTIONS
SIGNIFICANT LEARNINGS
    Think of a significant learning
     experience that you had in or
     out of school.
    Describe the learning
     environment: Where were
     you? Who were you with?
     What was the learning? How
     did you learn it? What stuck?
QUALITY
INSTRUCTION          LEARNING
                 Starts with what we already
                  know & connection is made
                  to our interests

                 Social

                 Time to practice

                 Time to reflect

                 Customized Scaffolding

                 Zone of Proximal
                  Development
PROJECT BASED LEARNING
WHAT’S THE DIFF?
       PROJECTS                               PBL
   Projects done in school         The project is not simply
    are usually the RESULT           the visible result or
    of learning students have        culmination of the learning,
    done.                            but rather the CAUSE of
                                     the learning.
   Learn about a topic             Learning is guided by
    through readings,                essential or driving
    worksheets, direct teacher       questions.
    instruction
                                    Student inquire to uncover
   Create a project that            or discover the information
    demonstrates the learning        needed to answer a
    that has occurred through        question, solve a problem/
    the unit.                        mystery, or invent/create
                                     something new.
THE 6 “A”’S OF PBL
UNIT PLANS: KEY COMPONENTS
REFLECTION TIME
DAY 2
KANUIKAPONO PUBLIC CHARTER
         SCHOOL
STICKINESS ENERGIZER

List as many instructional
  strategies as you can from
  yesterday’s session. Try to be
  specific. Which one (s) will
  you use with your students?
INVITING LEARNING ENVIRONMENTS
   WHAT DO THEY LOOK LIKE? WHAT’S IN? NOT IN?
CLASSROOM ENVIRONMENTS

    TRADITIONAL                       PBL
   TEACHER GENERATED        STUDENT GENERATED NORMS
    RULES
                             FLEXIBLE
                              TABLES/GROUPS/WORK
   ROWS                      STATIONS

   PROFESIONAL POSTERS      READ THE WALLS/STUDENT
                              WORK
   TEACHER DESK FRONT/      SHARED MATERIALS
    CENTER
                             AGENDA/NEXT STEP OPTIONS
   PLAN FOR THE MONTH        ON BOARD
    UP
                             HARD TO TELL WHERE THE
   INDIVIDUAL                TEACHER DESK IS
    MATERIALS
                             BUZZ OF PURPOSEFUL
                              ACTIVITY
   QUIET
RULES OF THUMB
MONITORING STUDENTS
   CHECKPOINTS: LET STUDENTS BACKWARD DESIGN
    THEIR OWN DEADLINES

   WHAT ARE YOU WORKING ON? HOW’S IT GOING?
    WHAT ARE YOU PLANNING TO DO NEXT?

   HOW’S THE GROUP DOING? REGULAR GROUP
    EVALS/REFLECTIONS.

   WHAT DID YOU FINISH YESTERDAY? WHAT WAS
    EASY FOR YOU? WHAT WAS CHALLENGING?

   RUBRICS/SELF-ASSESSMENTS/PEER REVIEW

   ASSIGNMENT SHEETS/NOTEBOOK CHECKS
DIFFERENTIATING
 CHOICE AND VOICE

 PASSION BASED LEARNING

 STRENGTHS BASED TEACHING

 OPEN ENDED TASKS

 TEACH TO DIFFERENT MODALITIES

 KEY CONCEPTS: SIMPLIFY WITH GRAPHIC
  ORGANIZERS
 EXPLICITLY TEACH HOW TO TAKE NOTES IN
  VISUAL FORMATS
Active Learning Strategies
  LIST THE ONES YOU LEARNED THE PAST TWO DAYS
MAPPING OUT THE QUARTER
ANIMAL SCHOOL FABLE
ASSESSMENT
 “When the cook tastes the soup, that’s
formative assessment. When the customer
    tastes the soup, that’s summative
                assessment.”
               Paul Black
ASSESSMENT
     FORMATIVE                  SUMMATIVE
 During the unit           End of the unit

 Gather feedback to        Compare it against
   guide improvements in      standard or benchmark.
   teaching and learning
                            High Stakes
 Low stakes
                            Assessment OF
 Assessment FOR              learning
   learning
EXAMPLES
    FORMATIVE             SUMMATIVE
 Journals             Tests

 Quizzes              Essays

 Anecdotal Records    Projects

 Mini-Interviews      Presentations

 Homework             Debates

 Concept Maps         Performances
   A rubric is an explicit set of criteria used for assessing a particular type of
    work or performance. We use them:
        To produce assessments that are far more descriptive than a single,
         holistic grade or judgment can be.
        To let students know in advance what criteria will apply to assessing
         their work
        To provide a richer description of the reasons for assigning a
         numerical score to a piece of work.
        To enable multiple judges to apply the same criteria to assessing
         work.
        To enable authors to elicit formative feedback (e.g., peer critique)
         for drafts of their work.
        To help authors understand more clearly and completely what
         evaluators had to say about their work.
        To enable comparison of works across settings. 
BURNING QUESTIONS
    WHAT ARE YOU COMMITTING TO?

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Kanu presentation draft 3.12.13.12

  • 1. Developing, Monitoring & Assessing Interdisciplinary Projects Kanuikapono Public Charter School March 12 & 13, 2012
  • 2. Bruised Brag What’s Your Story?
  • 7. THE PARKING LOT BURNING QUESTIONS, THOUGHTS, IDEAS ON STICKY NOTES
  • 8. LET’S START THE “WRITE” WAY In one paragraph, clearly describe the Hula Drama Project as you might describe it to a parent or another educator.
  • 9. OUTCOMES, STRATEGIES & EVIDENCE How We Learn How We Know  Standards  Research  Products  Content  Field Trips  Presentations  Essential  Activities  Interviews Questions  Projects  Tests  Interviews  Essays  Experiences  Reflections
  • 11. SIGNIFICANT LEARNINGS  Think of a significant learning experience that you had in or out of school.  Describe the learning environment: Where were you? Who were you with? What was the learning? How did you learn it? What stuck?
  • 12. QUALITY INSTRUCTION LEARNING  Starts with what we already know & connection is made to our interests  Social  Time to practice  Time to reflect  Customized Scaffolding  Zone of Proximal Development
  • 14. WHAT’S THE DIFF? PROJECTS PBL  Projects done in school  The project is not simply are usually the RESULT the visible result or of learning students have culmination of the learning, done. but rather the CAUSE of the learning.  Learn about a topic  Learning is guided by through readings, essential or driving worksheets, direct teacher questions. instruction  Student inquire to uncover  Create a project that or discover the information demonstrates the learning needed to answer a that has occurred through question, solve a problem/ the unit. mystery, or invent/create something new.
  • 16. UNIT PLANS: KEY COMPONENTS
  • 18. DAY 2 KANUIKAPONO PUBLIC CHARTER SCHOOL
  • 19. STICKINESS ENERGIZER List as many instructional strategies as you can from yesterday’s session. Try to be specific. Which one (s) will you use with your students?
  • 20. INVITING LEARNING ENVIRONMENTS WHAT DO THEY LOOK LIKE? WHAT’S IN? NOT IN?
  • 21. CLASSROOM ENVIRONMENTS TRADITIONAL PBL  TEACHER GENERATED  STUDENT GENERATED NORMS RULES  FLEXIBLE TABLES/GROUPS/WORK  ROWS STATIONS  PROFESIONAL POSTERS  READ THE WALLS/STUDENT WORK  TEACHER DESK FRONT/  SHARED MATERIALS CENTER  AGENDA/NEXT STEP OPTIONS  PLAN FOR THE MONTH ON BOARD UP  HARD TO TELL WHERE THE  INDIVIDUAL TEACHER DESK IS MATERIALS  BUZZ OF PURPOSEFUL ACTIVITY  QUIET
  • 23. MONITORING STUDENTS  CHECKPOINTS: LET STUDENTS BACKWARD DESIGN THEIR OWN DEADLINES  WHAT ARE YOU WORKING ON? HOW’S IT GOING? WHAT ARE YOU PLANNING TO DO NEXT?  HOW’S THE GROUP DOING? REGULAR GROUP EVALS/REFLECTIONS.  WHAT DID YOU FINISH YESTERDAY? WHAT WAS EASY FOR YOU? WHAT WAS CHALLENGING?  RUBRICS/SELF-ASSESSMENTS/PEER REVIEW  ASSIGNMENT SHEETS/NOTEBOOK CHECKS
  • 24. DIFFERENTIATING  CHOICE AND VOICE  PASSION BASED LEARNING  STRENGTHS BASED TEACHING  OPEN ENDED TASKS  TEACH TO DIFFERENT MODALITIES  KEY CONCEPTS: SIMPLIFY WITH GRAPHIC ORGANIZERS  EXPLICITLY TEACH HOW TO TAKE NOTES IN VISUAL FORMATS
  • 25. Active Learning Strategies LIST THE ONES YOU LEARNED THE PAST TWO DAYS
  • 26. MAPPING OUT THE QUARTER
  • 28. ASSESSMENT “When the cook tastes the soup, that’s formative assessment. When the customer tastes the soup, that’s summative assessment.” Paul Black
  • 29. ASSESSMENT FORMATIVE SUMMATIVE  During the unit  End of the unit  Gather feedback to  Compare it against guide improvements in standard or benchmark. teaching and learning  High Stakes  Low stakes  Assessment OF  Assessment FOR learning learning
  • 30. EXAMPLES FORMATIVE SUMMATIVE  Journals  Tests  Quizzes  Essays  Anecdotal Records  Projects  Mini-Interviews  Presentations  Homework  Debates  Concept Maps  Performances
  • 31. A rubric is an explicit set of criteria used for assessing a particular type of work or performance. We use them:  To produce assessments that are far more descriptive than a single, holistic grade or judgment can be.  To let students know in advance what criteria will apply to assessing their work  To provide a richer description of the reasons for assigning a numerical score to a piece of work.  To enable multiple judges to apply the same criteria to assessing work.  To enable authors to elicit formative feedback (e.g., peer critique) for drafts of their work.  To help authors understand more clearly and completely what evaluators had to say about their work.  To enable comparison of works across settings. 
  • 32. BURNING QUESTIONS WHAT ARE YOU COMMITTING TO?

Notas do Editor

  1. Nearly Everyone has a physical bruise or scar .Some of us have many of them. Choose one and share the story of how you received the bruise or scar. What were you doing? Who were you with? Where were you? What happened right before you got the bruise? What happened after? How did you feel? Include as much detail as possible in one minute. Then switch with your partner and listen carefully! (Importance of listening here) – now find another pair and share your partner’s story with the other pair. Youngest to oldest here. Pick one from the group to share with everyone else. LISTEN. What did you learn about the people you shared story with? What did you learn about yourself? Why did we do this? What could the bruises and scars represent in our personal lives? Professional lives? Connect to story, sharing, relevance, personalization. RELATIONSHIPS, RIGOR, RELEVANCE, RESULTS
  2. IT’S NO LONGER READING, WRITING, RITHMATEC Accuracy, thoroughness, strict deadline, best work, end in mind, focused steps, structure, process, clear, consistency, internalize, continuous and repetitive, head - analyze, synthesize and express “results”, heart - compassion/empathy, hands-sweat equity, vocabulary in  content, process, context (so what? who cares?), relevance.  New Formula: Rigor, Relevance, Relationship, Result. Relationships KEY – if you don’t have them, nothing else works. Relevance is next! Then Rigor and Results - Explain that I will model active learning strategies that can promote rigor, relevance, relationships and results throughout
  3. FOR DESIGNING INSTRUCTION – when we design – we start with what – outcomes & essential questions, then we look at how will we know – evidence/assessment, then we design instruction – how we will learn.
  4. which of these questions matter most to your right now? Rank in order of most importance. List 1-6 on left side and then rank them 1-6.
  5. EXPLAIN LEARNING CHUNKS – REFORMULATE PLAN FOR THE DAY IF NEEDED
  6. Now write a second paragraph from the student perspective.....what do the students think they are doing? How does it connect for them? How are they keeping track of it all? What questions will they be able to answer at the end of the project? Read a partner’s How close are your descriptions – discuss in pairs
  7. Now reread your description and underline “What they will learn”, circle “How they will learn” and star “How we will know” Exchange with a different partner, read and discuss what you are discovering How is alignment? IF TIME AND INTEREST: One way to make this richer with students and to ensure alignment is to use essential questions to frame the work – ALLOWS YOU TO FRAME ACROSS SUBJECT AREAS/DISCIPLINES AND TO ALL WORK TOGETHER BUT THROUGH THE LENS OF YOUR SUBJECT.
  8. We start with what? Handout: Read and reflect: Review the EQ handout and highlight what strikes you the most, underline what confuses you and circle what you want to discuss more. Active Learning Strategy Write a few essential questions for the overall Hula Drama / Think Pair Share Active Learning Strategy/ NARROW TO 3-5 NOW WRITE FOR your own subject with this project 7 VET WITH A PARTNER OPTIONAL IF TIME: How do they match up with our school outcome? Handout DRAFT PORTRAIT SHEET and have them consider EQ’s, STRATEGIES and the evidence...... FILL IN WHAT YOU CAN FROM YOUR SUBJECT
  9. Share with a partner Share in the group What characteristics were present in your significant learnings? Let’s record them. What does that mean when we talk about Quality instruction versus learning… What is quality instruction? What about quality learning?
  10. Need both – need quality instruction bullets and the learning bullets -
  11. WHAT STRIKES YOU? WHAT SURPRISES YOU? WHAT RESONATES?
  12. HANDOUT SHOWING DIFFERENCE BETWEEN THE TWO – PURPLE SECOND PAGE – read through it….
  13. CHECKLIST FOR HULA DRAMA – YELLOW FIRST PAGE
  14. Go through each section -
  15. EXIT PASS ONE THING YOU LEARNED ABOUT SOMEONE ELSE TODAY ONE THING THAT SURPRISED YOU TODAY ONE THING THAT YOU WANT TO LEARN MORE ABOUT ONE THING YOU WISH WE COULD DISCUSS TOMORROW: PUT IN THE PARKING LOT ON A STICKY NOTE ONE BURNING QUESTION YOU HAVE: PUT IN THE PARKING LOT ON A STICKY NOTE
  16. Go over plan for the day – Morning Classroom environments that promote stickiness, Norms Break Monitoring, Differentiating and Active Learning Strategy Jigsaw Planning Calendars Lunch Assessment/Rubrics
  17. ORGANIZING THE LEARNING – HOW Transition with optimizing stickiness – not to overlook the classroom as the third teacher – Brainstorm – 2 column – What’s in, What’s not in a project based classroom? Quick write: From a students perspective, what does an inviting learning environment look like. - Create a web, draw it out, whatever -
  18. Do the slide Reflect on your classroom environment. What are two changes you can make immediately to make it more student centered.
  19. ORGANIZING THE LEARNING IN addition to the classroom environment being organized well and having the learning planned out well, what are the NORMS for students – what are their agreements? Simple ones that we use for faculty meetings and for students.
  20. ORGANIZING THE LEARNING- HOW How do you keep them on track? How do you make it easy for them to follow the norms?
  21. ORGANIZING THE LEARNING – HOW MAKE SURE EVERY TASK GIVES STUDENTS SOME CHOICE AND THAT THEY HAVE THE CHANCE TO INTEGRATE THEIR VOICE – WHAT ARE THEY PASSIONATE ABOUT? INTERESTED IN? STRENGTHS – WHAT ARE THEIR STRENGTHS? HOW ARE YOU WEAVING THAT IN? OPEN ENDED – WRITE A POEM, SONG OR PLAY THAT A SOLDIER IN THE TRENCHES MIGHT HAVE WRITTEN BASED ON THEIR EXPERIENCE. TEACH TO DIFFERENT MODALITIES – PHYSICAL, VISUAL,LINEAR, MUSICAL, QUIET, NOISY, INTROVERTS, EXTROVERTS, ALL THAT MATTERS WHY MAKE IT A MYSTERY – GET THE KEY CONCEPTS OUT THERE TO THEM IN EASY FORMATS AND THEN SPEND THE TIME GOING DEEPER
  22. ORGANIZING THE LEARNING: HOW Active Learning Strategies also help with this JIGSAW READ AND PRESENT: DIVIDE THEM UP how you would use the ones you read about IN YOUR CLASS?
  23. ORGANIZING THE LEARNING Monitoring ourselves – map analogy – you can take side roads and you can be colorful but you need a destination and to commit to it- how and when do you do it? Show sample project calendars – give them time to work on theirs.
  24. HOW WILL WE KNOW? READ AND RESPOND – SHARE A TIME WHEN YOU WERE JUDGED THIS WAY.
  25. Look at samples, Share Rubistar web-site, create one for one product of the Hula Drama